1. Michael Collins Jobs for the Future | April 20-21, 2016
Bridges to Success
Ohio Department Of Higher Education
Michael Collins Jobs for the Future | April 20-21, 2016

2. ABOUT JOBS FOR THE FUTURE
OUR MISSION
JFF works to ensure that all young people and workers have the skills and credentials needed to succeed in our economy.
OUR VISION
The promise of education and economic mobility in America is achieved for everyone.

3. ABOUT JOBS FOR THE FUTURE
OUR GOALS
PREPARING FOR COLLEGE AND CAREER: All young people graduate high school on a clear path to college completion and career success.
EARNING POSTSECONDARY CREDENTIALS: All students gain the skills they need to earn postsecondary credentials with high labor market value.
ADVANCING CAREERS AND ECONOMIC GROWTH: All workers obtain the education and training required to move into family-supporting careers with clear paths for advancement.

4. 2020 JOBS: POSTSECONDARY REQUIREMENTS
65%, or 106.6M, will require some form of postsecondary education
Source: Georgetown University Center on Education and the Workforce, RECOVERY (2013)

5. Stuck at the Bottom Or “STUCK” at the Top
Source: Equal Opportunity Project

6. AFFLUENCE AND COMPLETION
Family Economic Status Influences Educational Attainment
Source: New York Times graphic using Department of Education data

9. At the root of the uncertainty lies a pervasive doubt: whether the nation can sustain the American Dream of each generation moving up and doing better than previous generations.

10. Postsecondary State Policy Network
—15 States—
[2004]
[2009]
[2011]
[2012] 10

11. A growing guided pathways movement

12. from Cafeteria College
Paths to student goals unclear
Churning
Intake sorts, diverts students
Early transfer
Completion
Students’ progress not monitored
Excess credits
Source: Davis Jenkins (CCRC) and Rob Johnstone (NCII) AACC Pathways Institute presentation 04/15/16
Time to degree
Learning outcomes not defined and assessed across programs
Skill building

13. Churning Early transfer Completion Excess credits Time to degree
to Guided Pathways
Clear roadmaps to student goals
Churning
Intake redesigned as an on-ramp
Early transfer
Completion
Students’ progress closely tracked
Excess credits
Source: Davis Jenkins (CCRC) and Rob Johnstone (NCII) AACC Pathways Institute presentation 04/15/16
Time to degree
Learning outcomes/assessments aligned across programs
Skill building

14. Assessment
Determine students’ academic direction as a first step, then use assessment as a way to identify where the students may need additional support to reach their goals
Introduce holistic, multiple-measures assessment (i.e., no more cut scores)

15. ASSESSMENT
Over 30% of the “developmental” students would have earned a B or better had they been allowed to enroll directly in college-level math.
Source: Redesigning America’s Community Colleges, Harvard University Press

16. The Shapeless River: Does Lack of Structure Inhibit Student Success?
Advising
The Shapeless River: Does Lack of Structure Inhibit Student Success?
By Judith Scott-Clayton
The observational evidence is very strong that community college students are often overwhelmed by the complexity of navigating their community college experience.
Get with the Program
By Davis Jenkins (CCRC)
Over 50% of students who entered a program of study in first or second term earned a certificate, degree, or transferred to a 4-year institution without a credential.
Source: CCRC Working Paper No. 32 April 2011

17. Advising in a complex and dynamic Labor Market
In some cases less education is worth more:
28% of AAs earn more than the median BA
44% of people with BA’s earn more than a person with a graduate degree

18. Architecture and Engineering $66,206
Advising and Equity
Occupations with the highest median income for African Americans, by major
Occupations with the lowest median income for African Americans, by major
Architecture and Engineering $66,206
Computers, Statistics, and Mathematics $61,998
Health $61,868
Industrial Arts, Consumer Services, Recreation $42,107
Psychology and Social Work $42,107
Arts $43,034
Source: Georgetown University Center on Education and Workforce analysis of U.S. Census Bureau, American Community Survey microdata,

19. Advising, Equity, and STEM OPPORTUNITIES
Source: The Hidden STEM Economy, Brookings, 2013.

20. PLACEMENT
Source: CCRC

21. Productive Persistence
STUDENT Support
Productive Persistence
Students believe they are capable of learning math.
Students feel socially tied to peers, faculty, and the course. 
Aim:
Students continue to put forth effort during challenges and when they do so they use effective strategies.
Students believe the course has value. 
Students have skills, habits, and know-how to succeed in college setting. 
Faculty and college support students’ skills and mind-sets.
Source: Carnegie Foundation for the Advancement of Teaching

22. Moving Student Supports “Beyond Financial Aid”
Expanding the definition of “financial supports” beyond grants, scholarships, and loans
Includes access to reliable and adequate nutrition, transportation, housing, and child care, as well as financial, tax, and legal services
Additionally, institutions can and should review and revise their own pricing structures, financial aid strategies, and scholarship policies

23. POLICY CONTEXT
Streamline program requirements and create highly structured programs of study.
Encourage colleges to redesign developmental education into accelerated on-ramps to programs of study.
Support colleges in implementing wraparound student supports.
Ensure that structured pathways lead to valuable credentials and durable competencies.
Support colleges’ strategic use of data.
Create financial incentives to encourage success-oriented institutional and student behaviors.
Invest in professional development to create intensive, authentic faculty engagement and create a deeper focus on teaching and learning.

24. Guided Pathways Scale Adoption Initiatives

25. Resources
The Equality of Opportunity Project: Harvard
Economic Mobility Project: Pew Trustshttp:// projects/economic-mobility-project
Economic Mobility: Brookings mobility

26. Michael Collins mcollins@jff.org
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